2022 Volume 63 Issue 2 Pages 115-122
This study aimed to investigate the effects of perspective shifting on active and passive sentence productions in children with intellectual disabilities. The participants were 14 children with intellectual disabilities (ID), 14 children with intellectual disabilities with autism spectrum disorders (ASD), and 16 typically developing (TD) children. The study employed sentence production tasks in which the children produced active and passive sentences alternately replacing subject with object. The participants were divided into two groups according to production order, with one group beginning with active sentence productions followed by passive sentence productions, and the other, vice versa. Results showed that the performance level was significantly lower in sentence productions after perspective shifting for both ID and ASD children. On the other hand, TD children showed significantly lower performance in productions of passive sentences regardless of production order. These findings suggested that both ID and ASD children had difficulties in changing voice after perspective shifting. In contrast, 5-year-old TD children were affected more significantly by the complexity of sentence structure than perspective shifting, possibly reflecting their insufficient passive knowledge.
